The comparison of Vocational High School's mathematics(B) between 95 temporary outline and 99 curriculum guideline: from the viewpoints of teachers in Taiwan

• Main Authors: Kuang-Yung Liao, 廖光永
• Other Authors: Der-Ching Yang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/22568829153303377964

碩士 === 國立嘉義大學 === 數學教育研究所 === 100 === The purpose of the present study is to compare the vocational high school’s Math(B) between 95 temporary outline and 99 curriculum guideline in the aspects of the teaching objectives, the teaching material contents and arrangement orders. This study applied content analysis approach and questionnaire survey to collect the teachers’ opinions by means of the purposive samplings. The results of the study show the following points. First, the added five teaching objectives “to be proficient in Polynomial, Index, Logarithmic and Estimate,” “to make good use of mathematical guessing while faced with problems and, by this way, making a thorough inquiry,” “to connect mathematics knowledge with the concrete world,” “to express the ideas of problem-solving either by spoken or by written language accurately and fluently,” and “to be equipped with the ability in the application of a calculating machine and the software” in 99 curriculum guideline indeed meets the goals and the tendency of mathematics education community and continues the ideals and objectives of Grade 1-9 mathematics syllabus. Besides, through the design of the teaching contents, the teaching activities, the adjustments of teaching and evaluations, the objectives in 99 curriculum guideline could be put into effect. However, the teaching hours (authorized 12 credits) are obviously insufficient. Also, the added unit “Calculus and its applications” establishes the basis of some relevant professional courses for business-major students in the future. What’s more, it is a pity that the separation of the unit “Application of trigonometric functions” and the unit “Trigonometric functions” leads to lack of linking and incoherence. Last but not least, some units are integrated, which does good on students’ realization, application, and comparison and promotes students’ learning efficiency. At the end of the study, the author proposes some suggestions on the mathematics course development and relevant studies in the hope of being as reference of future curriculum innovation.